Districts' and schools' role in identifying and providing services for homeless students: Nested ecological case studies in school districts with high‐ and low‐socioeconomic status.
Saved in:
| Title: | Districts' and schools' role in identifying and providing services for homeless students: Nested ecological case studies in school districts with high‐ and low‐socioeconomic status. |
|---|---|
| Authors: | Moore, Hadass (AUTHOR), Astor, Ron Avi (AUTHOR), Capp, Gordon (AUTHOR) |
| Source: | Journal of Community Psychology. Apr2023, Vol. 51 Issue 3, p1124-1148. 25p. |
| Subjects: | Homeless students, School districts, Service learning, Services for students, Poverty, Organizational structure |
| Geographic Terms: | California |
| Abstract: | Even though homeless students are nested in schools and districts with different socioeconomic status (SES) contexts, little is known about the role of schools and districts for homeless students in these differing contexts. This comparative case study explored the identification, service provision, and school experience of homeless students in high‐ and low‐SES districts. Mixed‐methods case study methodology was used to compare two school districts and their four elementary and middle schools in California. The districts differed based on their SES: low to medium versus high. Findings show that despite differences in the SES context, both districts were underidentifying homeless students. Hence, both districts were underserving and lacking awareness of homeless students that were not identified. However, the low‐SES district had far greater poverty awareness and, subsequently, an existing organizational structure than the high‐SES district to support identified homeless students. Poverty awareness and districts' organizational structure are important contextual factors to consider in designing local and tailored interventions and services for homeless students. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Community Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Even though homeless students are nested in schools and districts with different socioeconomic status (SES) contexts, little is known about the role of schools and districts for homeless students in these differing contexts. This comparative case study explored the identification, service provision, and school experience of homeless students in high‐ and low‐SES districts. Mixed‐methods case study methodology was used to compare two school districts and their four elementary and middle schools in California. The districts differed based on their SES: low to medium versus high. Findings show that despite differences in the SES context, both districts were underidentifying homeless students. Hence, both districts were underserving and lacking awareness of homeless students that were not identified. However, the low‐SES district had far greater poverty awareness and, subsequently, an existing organizational structure than the high‐SES district to support identified homeless students. Poverty awareness and districts' organizational structure are important contextual factors to consider in designing local and tailored interventions and services for homeless students. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00904392 |
| DOI: | 10.1002/jcop.22925 |
